The nature of science and teacher formation: a necessary dialogue
The Nature of Science (NdC) is understood as one of the most fundamental aspects regarding the construction, establishment and organization of scientific knowledge. It refers, in a general way, to the epistemology and sociology of Science, to the values and beliefs inherent in scientific knowledge a...
| Principais autores: | Barbosa, Flávio Tajima, Aires, Joanez Aparecida |
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| Formato: | Artigo |
| Idioma: | Português |
| Publicado em: |
Universidade Tecnológica Federal do Paraná (UTFPR)
2018
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| Acesso em linha: |
http://periodicos.utfpr.edu.br/actio/article/view/7093 |
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| Resumo: |
The Nature of Science (NdC) is understood as one of the most fundamental aspects regarding the construction, establishment and organization of scientific knowledge. It refers, in a general way, to the epistemology and sociology of Science, to the values and beliefs inherent in scientific knowledge and its development. In this article, we emphasize the fact that teacher formation could focus on the importance of NdC's understanding of science teaching, as well as the skills needed to develop such an approach. We believe that in order to highlight the pedagogical content related to NdC, teachers need opportunities for reflection and discussion on NdC issues and practical guidance for NdC teaching as well. Thus, the objective of this article is to discuss the possibilities of including reflections on the NdC in teacher formation courses, seeking to present possible ways of such integration. We briefly present the European project History and Philosophy in Science Teaching (HIPST), a case of success in using such an approach. By introducing epistemological reflections into the initial and continuing formation of teachers, one wishes to break with a largely hegemonic science thought, the basis of which can be found in positivist philosophies, which dogma consists in the transmission of definitive and neutral scientific truths. We believe that the act of reflecting on one's own practice is the moment when the teacher thinks about himself as an educator, and thus constructs a critical view of his practice, transforming it. |
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